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L3 Syntactic Transfer: Models, new developments and implications
Edited by Tanja Angelovska and Angela Hahn
[Bilingual Processing and Acquisition 5] 2017
► pp. 299–319

Chapter 13
Input-Practice-Output

A method for teaching L3 English after L2 German with a focus on syntactic transfer

In the field of Instructed Third Language Acquisition (ITLA), teachers are left alone not knowing how to predict possible transfer phenomena, how to overcome them and how to raise their learners’ metalinguistic awareness. We start from the existing results and non-results of L3 acquisition (transfer) and develop practical applications as part of the Input-Practice-Output Method showing that a combination of these three phases allows for an individual, learner-centered and teacher’s awareness-based framework in ITLA. We offer implications for designing teaching materials, planning lessons for multilingual classrooms and for classroom action research.

Keywords: Instructed Third Language Acquisition, negative transfer, Input-Practice-Output-Method, teaching material, teaching implications
Article outline
  • Introduction
  • Starting point: Previous implications for L3 teaching
  • Teaching and learning framework
    • Action research approach
    • Flipped Classroom approach
  • Applications of the IPO-method
    • The INPUT-Phase of the IPO-method
    • The PRACTICE-phase of the IPO-method
    • Activity 1: Scramble sentence-constituents
    • Activity 2: Card-Matching “pictures” with “adverbials”
    • Activity 3: Matching pictures with oral input sentences / discourse
    • The OUTPUT phase of the IPO-method
    • Activity 1: Describing silent acting out
    • Activity 2: Retelling
    • Activity 3: Picture-based retelling
  • Implications
    • Implications for the development of language teaching materials
    • Implications for lesson planning
    • Implications for classroom research
  • Conclusion
  • Acknowledgements
  • Notes
  • References
Published online: 15 August 2017
DOI logo
https://doi.org/10.1075/bpa.5.14hah
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